The scope of 'theory of education' in the career of pedagogy

El foco de este artículo no es la educación como tarea o actividad. Tampoco es el objetivo de este artículo responder a la pregunta cómo educar nuestro modo de conocer y pensar (Cognitive Education or Knowledge Education or Education of Knowledge). El objetivo de este artículo está integrado en el tópico “la educación como objeto de conocimiento” (educación como disciplina y como conocimiento de la educación: “Education as a discipline”, Education Knowledge or Knowledge of Education). De manera específica, el objetivo de este artículo es entender el lugar de la teoría dentro del conocimiento de la educación, su diversidad como disciplina y como investigación. Es posible realizar ese objetivo, porque la teoría de la educación es conocimiento de la educación; hay una relación entre teoría y educación por medio del conocimiento de la educación. Cada modo de entender el conocimiento de la educación, permite entender el significado de la teoría en relación con la ‘educación’. El objetivo en este artículo es integrar las diversas posiciones que existen en la pluralidad semántica del concepto de “teoría” en relación con “educación”, como disciplina y asignatura de plan de estudios y como investigación.The focus of this article is not education as a task or activity. Nor is the objective of this article to answer the question how to educate our way of knowing and thinking (Cognitive Education or Knowledge Education or Education of Knowledge). The objective of this article is integrated into the topic “education as an object of knowledge” (education as a ‘discipline’ and as ‘knowledge of education’: “Education as a discipline”, “Education Knowledge” or “Knowledge of Education”). Specifically, the objective of this article is to understand the place of theory within the knowledge of education, its diversity as a discipline and as research.It is possible to accomplish that objective, because the theory of education is knowledge of education; there is a relationship between theory and education through knowledge of education. Each way of understanding the knowledge of education allows us to understand the meaning of the theory in relation to ‘education’. The objective in this paper is to integrate the diverse positions that exist in the semantic plurality of the concept of “theory” in relation to “education”, either as a discipline and subject of curriculum or as research.Regarding education there is a plurality of theoretical research: theoretical research about education, research of practical theory, theoretical research of education (theory as a level of epistemological analysis) and research of educational theory as a discipline (general pedagogy).In the substantive academic disciplines and in the subjects of curricula are integrated for pragmatic reasons and for epistemological reasons, as the case may be, those theories. The subjects can mix philosophy of education and cosmovisionary philosophical theories and interpretative theories of education and practical theories with substantive theories of education (theory as a level of epistemological analysis) and with general pedagogy (theory as substantive academic discipline), for pragmatic reasons, but they must not violate the epistemological reasons of the substantive discipline in any case.S